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  1. AED 222 ASH Course Tutorial For more course tutorials visit www.uophelp.com

  2. AED 222 ASH Course Tutorial AED 222 Entire Course AED 222 Week 1 Assignment Special Education and NCLB • AED 222 Week 1 CheckPoint IDEA 2004 • AED 222 Week 1 Assignment Special Education and NCLB • AED 222 Week 2 CheckPoint Final Project Matrix • AED 222 Week 2 DQ 1 and DQ 2 • AED 222 Week 3 CheckPoint Classifying EBD and ADHD • AED 222 Week 3 Exercise Final Project Matrix • AED 222 Week 3 Assignment The Controversy of Medication • AED 222 Week 4 CheckPoint The Life of • Assignment: Special Education and the Principles of NCLB 2001 • Refer to Ch. 2 (pp. 42-45) of Special Education for Today’s Teachers. • Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively. • Write a 350- to 700-word paper, addressing the potential pros and cons of each principle.

  3. AED 222 ASH Course Tutorial AED 222 Week 1 CheckPoint IDEA 2004 AED 222 Week 2 CheckPoint Final Project Matrix • CheckPoint: IDEA 2004 • Watch the Ms. Green Elementary: Professionalism—IDEA video at http://www.pearsoncustom.com/az/axia_sped/. • Note. The video may take a few moments to download. • Refer to pp. 34–42 and 45–46 of Special Education for Today’s Teachers. • Think about what IDEA 2004 has accomplished since it was enacted in 1975. • Determine the following, explaining your answers in 200 to 300 words and citing any additional resources used in APA format: • ? • CheckPoint: Final Project Matrix • Refer to Ch. 6 & 8 of Special Education for Today’s Teachers. • Record the following information regarding learning disabilities and mild intellectual disabilities in the appropriate sections of the matrix in Appendix B: • Definition of the exceptionality

  4. AED 222 ASH Course Tutorial AED 222 Week 3 Assignment The Controversy of Medication AED 222 Week 3 CheckPoint Classifying EBD and ADHD • Resource: Discovery School Web site at Assignment: The Controversy of Medication • Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos • Watch the Medicating Kids videos at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/ • Determine the benefits of the medications and the concerns associated with treating EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9 of Special • CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders • Resource: Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? and Classifying EBD and ADHD at http://corptrain.phoenix.edu/axia/aed222/E1/Ex_1.htm.

  5. AED 222 ASH Course Tutorial AED 222 Week 3 Exercise Final Project Matrix AED 222 Week 4 CheckPoint The Life of a Special Education • Exercise: Final Project Matrix • Resource: Ch. 7 and 9 of Special Education for Today’s Teachers. • Record the following information regarding EBD and ADHD in the appropriate sections of the matrix in Appendix B: • Definition of the exceptionality • Classification criteria and characteristics • Prevalence • Associated educational practices • Respond to the following inCheckPoint: The Life of a Special Education Teacher • Watch the Students to Students: Classroom Application – Severe and Sensory video at http://www.pearsoncustom.com/az/axia_sped/ and review My Profession, My Story: Pat Mims on pp. 321–322. •  Explain in a 200- to 300-word response the different ways that the reading and video portrayed special

  6. AED 222 ASH Course Tutorial AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments • Assignment: Supports for TBI, Physical Disabilities, and Health Impairments • Read about the special supports on pp. 401–403 of Special Education for Today’s Teachers that have been designed to help students with medical and physical conditions in the classroom. Research several available supports. • Create a 5- to 7-slide PowerPoint® presentation that portrays information about three specific supports: one that might benefit a child with TBI, one for a physical disability, and one for health impairment. Include the following information: • A definition of each impairment • A detailed description of each support • CheckPoint: Devices and Practices for Sensory Impairments • Refer to Ch. 13 & 14 of Special Education for Today’s Teachers. • Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time

  7. AED 222 ASH Course Tutorial AED 222 Week 5 Exercise Final Project Matrix AED 222 Week 6 CheckPointChanneling Students into a Gifted Program • Exercise: Final Project Matrix • Record the following information regarding the exceptionalities discussed in Weeks Four and Five in the appropriate sections of the matrix in Appendix B using Ch. 13 & 14 of Special Education for Today’s Teachers as references: • Definition of the exceptionality • Classification criteria and characteristics • Prevalence • Associated educational practices • Any additional relevant information • CheckPoint: Channeling Students into a Gifted Program • Refer to Acceleration Program Options at http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration and pp. 419–425 of Special Education for Today’s Teachers. • Develop a protocol for channeling students into a gifted program. In 200 to 300 words, include the following: • Early interventions that might be

  8. AED 222 ASH Course Tutorial AED 222 Week 7 Assignment Channeling Students into Special Services AED 222 week 7 Exercise Creating a Student Profile for a Mock Case Study • Assignment: Channeling Students into Special Services • Read pp. 93–105 of Special Education for Today’s Teachers before reading Can You Help Me with This Student? on p. 99. At the end of the initial evaluation, assume that Jeffrey will need special services when he enters school. • Describe in 350 to 700 words which processes and procedures would be followed after the identification and how services would be planned. • Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used. • Exercise: Creating a Student Profile for a Mock Case Study • Complete Appendix C to begin the first step of the Final Project, using the information you compiled in Appendix B. This exercise consists of creating a profile for a special-needs student. Specific information requirements are listed in Appendix C. •  Refer to the All Kinds of Minds

  9. AED 222 ASH Course Tutorial AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies AED 222 Week 8 DQ 1 and DQ 2 • CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid • Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy. • Assign a verb to each of the others to clarify each goal. • Locate additional resources as references, if needed. • Read pp. 115–121 of Special Education for Today’s Teachers. • Discussion Questions •  Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study? What additional information could they have included to clarify the exceptionality or the student’s

  10. AED 222 ASH Course Tutorial AED 222 Week 9 Capstone CheckPoint AED 222 Week 9 Final Project Student Profile • Capstone CheckPoint • Use the information you gathered throughout the course to distinguish what you think is the greatest strength and the greatest weakness of the current special educational system in America. •       Write a 200- to 300-word reflection that explains your opinion. • Final Project: Student Profile • Resources: Appendixes A, B, and C • Create a profile of a student for a mock-IEP meeting that will convene to help identify exceptionality in that student. In this scenario, you are an aide in the child’s homeroom class and will present the following information at the meeting: •  o    A detailed description of the student, including observed conduct at school and reported conduct at home

  11. AED 222 ASH Course Tutorial For more course tutorials visit www.uophelp.com